Working Memory and Social-emotional Training for Preschoolers at Risk of ADHD

The University of Hong Kong (HKU)

Status: Completed

Conditions: Time Perception Altered; Working Memory; Social Skills; ADHD

Treatments: Behavioral: Game-like online working memory training; Behavioral: Game-like online social emotional training

Study type: Interventional

Funder types: Other

Identifiers

NCT05162729

EA210224

Details and patient eligibility

About

The study aims to explore the effectiveness of working memory training and social emotional training for young children with ADHD in Hong Kong. This study will contribute to the current understanding of the alternative treatments for ADHD, and hopefully help to mobilize more resources to be dedicated to the support of children with ADHD. The programme includes the following components:

Children participating in this study will be randomly allocated into experimental group - recieving working memory training, active control group - receiving social-emotional training, and waitlist control group. All participants will complete a 5-week online training using a digital device at home, three times a week, each training session lasts for about 15 minutes.

Moreover, children's cognitive abilities and academic performance will be assessed prior to the intervention, and immediately after the 5-week training. Each assessment session lasts for about 45 minutes. Parents will also be asked to fill out a questionnaire on children's behaviours at home and school prior to and after the 5-week program. It takes about no more than 10 minutes. All assessments will be conducted at the laboratory at the University of Hong Kong.

Children's working memory, time perception, ADHD symptoms, and early academic performance will be measured before and after training, and the between-group performance will be compared to examine the training effects.

Enrollment: 79 patients

Sex: All

Ages: 4 to 6 years old

Volunteers: Accepts Healthy Volunteers

Inclusion criteria

• children aged 4-6 years old
• with psychiatrist or psychologist diagnosis of ADHD according to the DSM-5 manual or other clinical diagnosis criteria;
• or as indicated by the ratings of Swanson, Nolan and Pelham Parent Rating Scale (SNAP-IV; Chinese version);
• with normal IQ (above 80), which enable them to understand the materials delivered in the training program;
• children either not taking any medication or taking a stable dosage of medication for ADHD for at least 3 months prior to the study enrollment and will not be taking the medication during the training and post-assessment period.

Exclusion criteria

• inability to comprehend Cantonese, with comorbid disorders (i.e. autism, conduct/behavioural problems),
• with medical or other mental health condition
• with IQ below 80
• with physical and motor disabilities that restrain them from completing the tasks.

Trial design

Primary purpose: Treatment

Allocation: Randomized

Interventional model: Parallel Assignment

Masking: Double Blind

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79 participants in 3 patient groups

Working memory intervention group

Experimental group

Description:

Receive game-like working memory online training for 5 weeks, 3 times per week, each lasting for15 minutes.

Treatment:

Behavioral: Game-like online working memory training

Social emotional intervention group

Active Comparator group

Description:

Receive game-like social-emotional online training for 5 weeks, 3 times per week, each lasting for 15 minutes.

Treatment:

Behavioral: Game-like online social emotional training

Control group

No Intervention group

Description:

Receive no training